本文中，筆者從英語(yǔ)的可教性角度分析為什么很多人學(xué)習(xí)不好外語(yǔ)，是因?yàn)槲覀兲⊥耍€是在教學(xué)方法上有些問(wèn)題。其實(shí)，教學(xué)相長(zhǎng)，二者互相促進(jìn)，互相影響，缺一不可，不可偏廢。本文主要從教學(xué)方法上予以探討，不足之處，還望指正。

1.Introduction

Language input plays an important and significant role in language acquisition and language learning which also includes second language acquisition (SLA). Pienemann’s Teachability Hypothesis analyzes the importance of input by language learners. The main content of this hypothesis is as follow: “An L2 structure can be learned from instruction only if the interlanguage is close to the point when this structure is acquired in the natural setting” (Pienemann, 1984). Namely, language acquisition depends on the external and internal factors by learners. But a number of teaching practices show that learners do not make great process in language acquisition by effective teaching countermeasures. Aiming to find the causes of ineffective teaching and relevant strategies, this paper makes an analysis according Teachability Hypothesis.

2.Factors affecting in language learning

The external and internal factors like two sides of one coin, they are interacted on each other in language learning. The external factors can generally be divided into psychological factors and social factors while the internal factors include such as personality, biological capacity, motivation, education and so forth. The amount of effect of any external factors for learners will be constrained by their learnability. Language acquisition will only be successfully taught when learners are psycholinguistically ready to learn it. On the contrary, if learners do not ready for language acquisition, the teaching will be ineffective. When learners want to acquire language structure, the internal factors play an important role in language learning, while teaching will only promote the learning process as an external factor when it inputs the materials properly and timely.

3 The importance of the stages of language acquisition

Pienemann (1998) also predicts that stages of acquisition cannot be skipped through formal instruction. In x, x+1, x+2, x+3…… x+n. There are five or more stages in language acquisition development. Each stage reflects the language level of learners and only the comprehensive input conform to the stages of learners can be acquired.

In addition, successful learning of structures fails to transpire unless the learner has learned to produce structures belonging to the previous stage. In other words, teachers must know the L2 levels and stages of every students and give some proper instruction or feedback. Because the level of language learners are presented as a possible factor for consideration as different types of language and strategies may be more useful for learners at various times of their language learning development (Natacha,2012). Students can be given more opportunities by teachers who are exposed their second language in different discourses and environments, since teachability hypothesis also maintains that learner’s readiness to acquire is a critical determining factor.

4 Findings

4.1 Learner-centeredness

Constructing learner-centered classroom will undoubtedly assist teachers to understand how to teach. As Nunan (2002) indicates, humanism and experiential learning approaches have contributed to the emergence of some of the most crucial and influential ideas in language teaching comprising communicative language teaching, task-based language teaching, negotiated curricula and learner-centered instruction. In learner-centered instruction, the teacher’s role shifts from provider of information to the facilitator of the learning process through various methods of teaching (Blumberg P,2008). However, L2 teaching faces a series of abnormal phenomena, such as “consuming but low efficiency”, “mute English”, or “high grades but low competency”. The L2 learning is a low and laborious process. Teachers prefer to construct a teacher-centered classroom and impart language knowledge such as lexicology, grammar, syntax and so forth, but not the cultural background of English-speaking countries to students, and neglect train students’ language skills and communicative abilities. Students are in passive acceptance condition.

Teachers do not take into consideration the stage of language acquisition for students and constantly input English knowledge. The opportunities of reading and listening practices are more than writing and speaking. On the other hand, students lack the language exposure to interaction, output and feedback from teachers. These features are typical teacher-centered, but not learner-centered. Knoch (2014) makes a study whether the writing of undergraduate ESL students develop after one year in an English-medium university. This study has shown the students perceive the lack of corrective feedback as a sign that they need to improve. Namely, from a psycholinguistic perspective, the corrective feedback is an indispensable method which can be useful for learners to understand the adequacy and accuracy during language learning process.

4.2 Learning-Centeredness

Based on Teachability Hypothesis, the learning-centered approach to L2 focuses on the student learning processes. Teachers can apply in many communicative-driven teaching practices and seek to engage learners in meaningful interaction through communicative or problem-solving activities in classroom (Kumaravadivelu, 2006; Richards JC & Rodgers T, 2001).

As Green, Christopher, and Lam (1997) also put it, teachers can manipulate the learner-centered instruction by applying activities founded in terms of teachability hypothesis to develop higher-order thinking skills as well and encourage students to become increasingly independent and self-directed in their learning. Teachers play a scaffold role in language instruction process and do not give an undue instruction that it can have a negative impact on the learners. In other words, teachers need to understand the learning development stages which are invaluable knowledge how to learn language and gear materials to the levels of learners when they are better equipped to accept new language patterns into their interlanguage.

4.3 Focusing on learners’ task motivation

The task motivation connects with task-based language teaching. Different students have different task motivation. If teachers neglect these phenomena, teaching practices would be ineffective. Firstly, it is agreed that teachers should become familiar with students’ task motivation and set a reasonable syllabus and assessment method. Secondly, teachers need to inspire students’ interests and inner initiatives in learning, create a psychological environment for learners, adopt the heuristic method to train students’ creative and self-study competence. Thirdly, teachers could help students to become conscious of the purpose of learning language. Mother tongue acquisition is an unconscious and non-utilitarian process in natural environment. As Cameron (2001) comments,“…If they are not understanding, they cannot be learning.”Learners gradually master their mother tongue from infancy by sign language and repetition practice in contextual environment. Second language acquisition is also like this process. Coercion memory or acquisition is easy to make us forget and be caused to teach ineffectively. More effective learners see language as a tool for communicating rather than as a subject on the curriculum to be mastered for examination success. While more effective learners seem to be able to develop active learning strategies for themselves, less effective learners need help.

5 Conclusions

Based on the above discussion, it is able to provide the following conclusions to solve the problem of ineffective language learning process according Teachability Hypothesis.

1.Successful teaching requires the analysis of language learning stages for learners and considers external and internal factors，gears teaching lesson to the levels of students.

2.Constructing learner-centeredness and learning-centeredness is important for teachers and learners to realize their different orientation.

3.Inspiring the interests and initiatives can promote the efficiency of learners.

4.Repetition output practice in language acquisition is an effective method to prevent forgetting too fast.

REFERENCES

Bloomberg, P. (2008).?Developing learner-centered teachers: A practical guide for faculty.USA : Jossey-Bass.

Cameron, L. (2001).?Teaching Languages to Young Learners.?Cambridge: Cambridge University Press.

Green CF, Christopher ER, & Lam J. (1997). Developing discussion skills in the ESL classroom.?ELT Journal,?51(2):135-143.

Knoch, U. (2014). Does the writing of undergraduate ESL students develop after one year of study in an English-medium university??Assessing Writing,21:1-17.

Kumaravadivelu B. (2006).?Understanding language teaching: From Method to Postmethod.Mahwah, NJ : Lawrence Erlbaum Associates.

Nunan, D. (2002).?Second language teaching and learning.?USA : Heinle & Heinle Pubishers.

Pienemann, M. (1984). Psychological Constraints on the Teachability of Languages.?Studies in Second Language Acquisition, 6(2), 186-214.

Pienemann, M. (1998).?Language processing and Second Language Development: Processibility Theory.?Amsterdam/Philadelphia: John Benjamins Publishing Company.

Richards，J.C., & Rodgers, T. (2001).?Approaches and methods in language teaching, (2nd ed.).?Cambridge: Cambridge University Press.

Thomson, N. (2012).?Language Teaching Strategies and Techniques Used to Support Students Learning in a Language other than Their Mother Tongue.?Kongsberg International School Executive Summary.

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